Behavioral Skills Research Articles

Exploring the perspectives of undergraduates, graduates and managers on the skills learned in higher education engineering

The current job market has increasingly required behavioral skills from engineering professionals when compared to technical skills. However, Higher Education Institutions often do not prepare undergraduates for the real job market requirements. This study set out to analyze the gap between the skills developed during higher education (HE) in engineering from the students' perspectives (undergraduates and graduates) and those required by the labor market. Two self-administration questionnaires were developed and applied to: (1) students and former students of the engineering course, and (2) companies’ managers from the same location as the course. The data were analyzed in order to answer six hypotheses research developed based on the concepts found in the literature. The results confirm there is a gap between the skills developed by the university and the skills valued by companies. This work contributes to the discussion about the quality of HE in Engineering, mainly in developing countries like Brazil.

Acceptability and Efficacy of an Adapted School-Based Dialectical Behavioral Therapy Skills Group for Adolescents: A Qualitative Perspective.

Adolescence is characterized by heightened emotion dysregulation, impulsivity, and engagement in high-risk behaviors, such as substance use, violence, and unprotected sexual activity. Dialectical Behavioral Therapy for Adolescents (DBT-A) is an evidence-based intervention that targets emotion regulation and impulsivity among adolescents, proven effective at decreasing high-risk behaviors. However, limited research exists on adolescents' perceptions of DBT-A, particularly in schools. The current study aimed to understand adolescents' perspectives on a DBT-A skills group delivered within urban high schools in a midwestern state. The study sample of 18 youth (mean age 14.7; 66.7% male; 38.9% Black) completed individual semi-structured qualitative interviews assessing their perspectives on the DBT-A skills group. Interview topics included the program's impact on youths' daily lives, risk-taking behaviors, skill acquisition, and general feedback about the group. Fifteen of the eighteen participants (86%) reported acceptability of the program, expressing that they enjoyed the content and would recommend the group to peers. Participants observed positive impacts on their daily lives, including self-reported enhanced ability to regulate their emotions, communicate with teachers, effectively adapt their mindsets and motivations, and make healthy relationship decisions. Additionally, some noted an increased feeling of connection to their peers following the group. Delivering the DBT-A skills group in schools was shown to have high rates of acceptability among youth and resulted in improved emotion regulation and reduced impulsivity. Further research is needed to assess long-term effects of this program and to identify best training practices for school staff to implement and sustain the program long-term.

Personalized interventions for behaviour change: A scoping review of just-in-time adaptive interventions.

Examine the development, implementation and evaluation of just-in-time adaptive interventions (JITAIs) in behaviour change and evaluate the quality of intervention reporting. A scoping review of JITAIs incorporating mobile health (mHealth) technologies to improve health-related behaviours in adults. We searched MEDLINE, Embase and PsycINFO using terms related to JITAIs, mHealth, behaviour change and intervention methodology. Narrative analysis assessed theoretical foundations, real-time data capturing and processing methods, outcome evaluation and summarized JITAI efficacy. Quality of intervention reporting was assessed using the template for intervention description and replication (TIDieR) checklist. Sixty-two JITAIs across physical activity, sedentary behaviour, dietary behaviour, substance use, sexual behaviour, fluid intake, treatment adherence, social skills, gambling behaviour and self-management skills were included. The majority (71%) aimed to evaluate feasibility, acceptability and/or usability. Supporting evidence for JITAI development was identified in 46 studies, with 67% applying this to develop tailored intervention content. Over half (55%) relied solely on self-reported data for tailoring, and 13 studies used only passive monitoring data. While data processing methods were commonly reported, 44% did not specify their techniques. 89% of JITAI designs achieved full marks on the TIDieR checklist and provided sufficient details on JITAI components. Overall, JITAIs proved to be feasible, acceptable and user-friendly across behaviours and settings. Randomized trials showed tailored interventions were efficacious, though outcomes varied by behaviour. JITAIs offer a promising approach to developing personalized interventions, with their potential effects continuously growing. The recommended checklist emphasizes the importance of reporting transparency in establishing robust intervention designs.

Evaluating Response to a Cognitive Behavioural Therapy for Psychosis-Informed Family Intervention at Variable Duration of a Psychotic Illness.

Early intervention in psychosis is associated with favourable outcomes. We investigated whether loved ones' illness duration moderated caregiver outcomes following a Cognitive Behavioural Therapy-informed Family Intervention for psychosis (FIp). We conducted a secondary analysis of measures of FIp participants' depression and anxiety symptoms, caregiver appraisals, expressed emotion and foundational psychotherapeutic competencies at pre-, post- and 4-month follow-up. Our primary aim was to evaluate whether duration of illness moderated participant outcomes. Relative to pre-intervention, all caregivers reported lower depression, anxiety and expressed emotion, as well as higher positive attitudes and mastery of cognitive behavioural skills, at post-intervention and 4-month follow-up. Outcomes were not moderated by their loved one's illness duration. Families may benefit equally from FIp regardless of illness duration. Although we recommend that FIp are offered as early as possible, modifications for families with lengthier illness courses are not implicated by our findings.

Paternal depression at kindergarten entry and teacher-reported behavior at age 9.

The study investigated associations between paternal depression when children were age 5 and teacher-reported behavioral problems at age 9. 1,422 children in a U.S. cohort study of mostly non-marital births were studied. Data collection, which is ongoing, began in 1998-2000. Behavioral outcomes were measured in 2009-2010, when the children transitioned to middle school. Analysis was conducted in 2023-2024. Negative binomial regression models of associations between paternal depression and children's behavior and social skill scores and logistic regression models of associations between paternal depression and high (≥1 standard deviation (SD) above mean) or low (≥1 SD below mean) scores were estimated. Adjusting for child/paternal/family characteristics and maternal depression, paternal depression was associated with a 36% higher oppositional score (IRR 1.36; 95% CI: 1.02-1.82), 37% higher hyperactive score (IRR: 1.37; 95% CI: 1.11-1.69) and 25% higher ADHD score (IRR: 1.25; 95% CI: 1.08-1.46) but not associated with cognitive problem/inattention score. A similar pattern was apparent for high behavior problem scores, with AORs from 1.78-1.85. Paternal depression was associated with an 11% lower positive social skills score and a 25% higher problematic behavior score with similar associations across subscales. Similar patterns were apparent for some high problematic and low positive social skills. Paternal depression when children transitioned to kindergarten was associated with poorer teacher ratings of behaviors and social skills at age 9. These findings suggest a need for interventions that identify and support fathers with depressive symptoms and their children.

How to educate patients and caregivers on end-of-life nutrition care and support.

There are numerous articles, book chapters, and published guidelines on the topic of clinical ethics in the use of artificially administered nutrition and hydration, which often incorporates end-of-life (EOL) nutrition care and support. Components of clinical ethics involve the importance of ethical principles, patient-centered care, and shared decision-making. However, there is sparse information on how to educate patients and caregivers on this subject. Initially, PubMed and the Cochrane Library were used to find articles on the subject. Articles were reviewed and new concepts were identified to include. There is a practice gap with not applying clinical ethics in practice. The application of clinical ethics, which includes the teach-back method of education, soft skills and behavioral skills training, and potential sacred moments, is not well addressed in the literature. Demonstration of the process of incorporating clinical ethics into practice is beneficial in helping educate clinicians so they can then effectively educate the patient and caregiver on EOL nutrition care and support. Reasons for not applying clinical ethics in actual clinical practice may be because of clinicians not receiving training, the lack of opportunity to observe the technique applied in actual clinical practice, or possibly concern for the presumed additional time required in clinical practice to apply clinical ethics. Educating patients and caregivers on EOL nutrition care and support presupposes engaging, educating, and empowering clinicians about clinical ethics by demonstrating the process and encouraging educators to incorporate the information in an interdisciplinary/interprofessional curriculum.

Characteristics of adult children with autism and caregiver burden

AbstractObjectiveThis study's purpose was to determine if parental perceptions of their adult children's communication, behavior, and socialization skills were significantly associated with caregiver burden after controlling for income and age of the child with an autism spectrum disorder (ASD).BackgroundMost parents provide support to their children with ASD across the lifespan. This study focused on informing knowledge gaps in caregiving literature in determining which ASD characteristics contribute to caregiver burden.MethodData gathered from 320 parents of adult children with ASD were used to conduct regression analysis to understand how caregiver burden was influenced by three core characteristics of ASD while controlling for age and income.ResultsBehavior of the adult child predicted caregiver burden and its four types, whereas communication predicted time dependence burden. Caregivers with higher income reported less total and developmental burden and those with older children reported less time dependence burden.ConclusionFindings demonstrate that behavioral challenges of an adult child with ASD contribute significantly to the parental perceptions of caregiver burden, warranting support for aging parents.ImplicationsProfessionals should be encouraged and supported to provide services to parents who support their adult children with decreased communication abilities, behavioral, and/or socialization challenges daily.

The role of social, emotional, and behavioral skills for nature connectedness, action competence, and proenvironmental behaviors in adolescence

Following indications from international organizations, this study tests the associations between the five domains of social, emotional, and behavioral (SEB) skills (self-management, innovation, social engagement, cooperation, and emotional resilience) and two key antecedents of proenvironmental behavior, namely nature connectedness and self-perceived action competence for sustainability, in a sample of 702 students aged between 12 and 20 years (M = 16.18, SD = 2.15; 319 males). Results showed that innovation skills and—to a lesser extent—self-management and cooperation skills are positively associated with both nature connectedness and action competence. An additional exploratory path analysis suggested that the association between SEB (innovation, self-management, and cooperation) skills and proenvironmental behavior could bemediated by action competence and nature connectedness. The study offers new insights into the antecedents of proenvironmental attitudes and behaviors in youth.

Adaptive functioning in children and young adults with monogenic neurodevelopmental disorders.

To examine the adaptive behaviour profiles of children with monogenic neurodevelopmental disorders (NDDs) to determine whether syndrome-specific or transdiagnostic approaches provide a better understanding of the adaptive behavioural phenotypes of these NDDs. This cross-sectional study included parents and caregivers of 243 (48% female) individuals (age range = 1-25 years; mean = 8 years 10 months, SD = 5 years 8 months) with genetically confirmed monogenic NDDs (CDK13, DYRK1A, FOXP2, KAT6A, KANSL1, SETBP1, BRPF1, and DDX3X). Parents and caregivers completed the Vineland Adaptive Behavior Scales, Third Edition to assess communication, daily living, socialization, and motor skills. Linear regression models comparing mean adaptive behaviours between monogenic NDDs, adjusting for the presence of intellectual disability, revealed few group differences. Children with variants in BRPF1 or KANSL1 had better adaptive behaviour skills compared to children with variants in CDK13, DDX3X, DYRK1A, and KAT6A, although group differences varied across domains. A latent profile analysis showed compelling evidence for a five-profile model. These profiles were homogeneous, with similar delays across the subdomain scores in each profile. Additionally, each monogenic NDD was represented in each profile, with a few exceptions. Transdiagnostic approaches to understand adaptive behaviour in monogenic NDDs provide a better understanding of individual strengths and challenges, enabling more targeted support.

Psychosocial Support Needs and Preferences Among Family Caregivers of ICU Patients with Severe Acute Brain Injury: A Qualitative Thematic Analysis.

Family caregivers of patients with severe acute brain injury (SABI) are at risk for clinically significant chronic emotional distress, including depression, anxiety, and posttraumatic stress. Existing psychosocial interventions for caregivers of intensive care unit (ICU) patients are not tailored to the unique needs of caregivers of patients with SABI, do not demonstrate long-term efficacy, and may increase caregiver burden. In this study, we explored the needs and preferences for psychosocial services among SABI caregivers to inform the development and adaptation of interventions to reduce their emotional distress during and after their relative's ICU admission. In this multicenter longitudinal qualitative study, we conducted semistructed interviews with SABI caregivers at two time points: during their relative's ICU admission (n = 30) and 2months later (n = 20). We analyzed qualitative data using a hybrid of inductive and deductive analytic techniques. We recruited family caregivers of patients with SABI from 14 US neuroscience ICUs. We conducted interviews over live video. Our convenience sample of SABI caregivers (n = 30) was recruited through referral by medical teams and nursing staffs across participating neuroscience ICUs. Caregivers included spouses, children, parents, and siblings to patients with SABI. We identified themes and subthemes related to participants' preferences for (1) the content of psychosocial support services and (2) the delivery and implementation of psychosocial support services. Findings revealed an unmet need for psychosocial support around the time of ICU discharge and 2months later, including information to understand their loved one's condition and guide difficult decision-making, education regarding how best to communicate with the patient's care team and other family members, and emotional and behavioral coping skills. Our findings provide specific recommendations to justify and inform the development and adaptation of psychosocial support services for SABI caregivers for delivery in the ICU and after discharge.

A preliminary analysis of teaching children with autism spectrum disorder self-protection skills for bullying situations.

Children diagnosed with autism spectrum disorder are at high risk of being bullied, but research on teaching children with autism self-protection skills for bullying situations is scant. We taught five children self-protection skills for two types of bullying (threats and unkind remarks) and consecutive bullying occurrences. We first evaluated behavioral skills training and a textual prompt to teach children to report threats of physical or material harm, provide a disapproving statement after a first unkind remark, and occupy themselves with an activity away from a bully after a second unkind remark. Additional tactics were necessary to aid in the discrimination of bullying situations for two children. There were increases in the self-protection skills with all children. Results further support that an active-learning approach is efficacious in teaching responses to bullying in simulated situations. Considerations for teaching these skills while maintaining trust and rapport with children and caregivers are discussed.

Специфика формирования учебных материалов по языку специальности для иностранных студентов-медиков

The article deals with the features of teaching Russian as a foreign language within the framework of the professionally oriented training of foreign students of medical universities. The purpose of the work is to consider methodological approaches, tools and techniques that ensure effective language teaching in the medical and biological specialty. The main attention is paid to the requirements for the content, selection and development of educational materials for the effective formation of the communicative competence of future doctors, the quality of which is associated with the need to master not only the lexical and grammatical aspects of the language, but also the skills of speech behavior, conditioned by the peculiarities of medical discourse. Based on this, the main characteristics of the scientific style in general and medical terminology in particular, significant from the point of view of the substantive aspect of teaching language for special purposes (LSP), are covered. Based on the analysis of scientific and the most popular educational and methodological literature in medical universities, the authors derive typological principles for the implementation of the textological approach in teaching Russian for special purposes. The scientific novelty of the work lies in an attempt to generalize and systematize the methods and techniques of LSP teaching used in modern practice, on the basis of which a practical model for organizing educational materials for the systematic development of professional and communicative competence of medical students is proposed. The results of the study are practice-oriented in nature and can be used as a template for further improvement of the principles of organizing the educational process in the field of teaching Russian language in the medical and biological profile.

Особенности развития навыков антиманипулятивного поведения у сотрудников уголовно-исполнительной системы

The article examines the subjective factors of psychological readiness of employees of the penal system to resist manipulation. The results of an empirical study of the assertiveness of of the penal systems employees at the stage of university training and during their professional activities are presented. The psychological features of the Self-concept of employees of the penal enforcement system are shown. The study involved 75 employees of the penal correction system who study under higher education programs at the Academy of the Federal Penitentiary Service of Russia at the Faculties of Law, Economics, and Psychology and Probation, and 70 employees of the Federal Penitentiary Institution «Correctional colony No. 2» of the Federal Penitentiary Service of Russia in the Ryazan region, who carry out their professional activities in the security department, at the center for labor adaptation of convicts, in the department of educational work with convicts. The psychodiagnostic tools selected for the study make it possible to measure and analyze those personal qualities of the respondents that ensure their psychological readiness to resist manipulation by convicts. The study used the test questionnaire "Assertiveness Research" (modified by V. Kaponi, T.Novak) and the questionnaire "Self-assessment research using the Demo-Rubinstein method" (modified by A.M.Parishioners). The directions of psychological support for the process of developing anti-manipulative behavior skills are substantiated: expanding the zone of awareness regarding one's own values and beliefs, emotions and feelings; developing emotional intelligence, the ability to manage one's emotions; developing critical thinking; strengthening self-esteem, developing internal pillars of employees.

Bike-Riding Training may Improve Communication Skills and Stereotyped Behavior in Adolescents With Autism.

This research aimed to establish whether 12 weeks of bicycle-riding skills exercises with massed and distributed practice frequency at low and high intensity affect communication performance and stereotyped behavior among adolescent boys with autism. Fifty autistic boys aged 13.3 ± 1.32 years participated in the study. The participants were divided into homogeneous experimental groups (N = 10) with dissimilar training frequencies and intensities, along with a control group. Pre-tests using the GARS-2 test were administered to assess stereotyped behavior and communication skills, followed by post-tests and a one-month follow-up. Non-parametric Kruskal Wallis and ANCOVA results at a significance level of 0.05 showed that there was a significant difference in the post-test of stereotyped behavior and communication skills (p = 0.001 and p = 0.002, respectively) and follow-up test one month later (p = 0.003, p = 0.048, respectively) between the intervention and control groups after performing bike riding skills exercises with low and high intensities and frequencies (one and three sessions per week). Regardless of the intensity and frequency, bike riding skills training during the critical period of adolescence can significantly reduce stereotyped behaviors and enhance communication skills, which can also support positive development in other domains for individuals with autism.

More skill than trait, or more trait than skill? Relations of (mis)matches between personality traits and social, emotional, and behavioral skills with adolescent outcomes

Personality traits and social, emotional, and behavioral (SEB) skills are closely related but incrementally predict life outcomes. This implies that although tightly connected, what a person tends to do (personality traits) and what they are capable of doing (skills) are not always perfectly aligned. In this study, we investigated whether matches and mismatches between traits and skills predict important life outcomes. We studied a diverse sample of high school students ( N = 840) who self-reported their Big Five personality traits, five SEB skill domains, and an array of academic, social, and emotional outcomes. Using response surface analysis, we found that matching trait/skill levels did not confer a unique benefit for adolescents over the additive effects of traits and skills. In contrast, we found that trait/skill mismatches predicted outcomes, and in some cases, adolescents with mismatching trait/skills had the best and worst outcomes. Specifically, youth with higher skill levels relative to their traits reported better outcomes, and those with lower skills relative to their traits reported worse outcomes. Our findings provide insights into functioning that are missed by solely focusing on direct effects and show that SEB skills can enhance youth’s personality strengths and buffer against shortcomings.

Written Exposure Therapy Integrated with Cognitive Behavioral Skills for Alcohol Misuse: A Proof-of-Concept Study with Recent Sexual Assault Survivors

Written Exposure Therapy Integrated with Cognitive Behavioral Skills for Alcohol Misuse: A Proof-of-Concept Study with Recent Sexual Assault Survivors

Optimizing a mobile just-in-time adaptive intervention (JITAI) for weight loss in young adults: Rationale and design of the AGILE factorial randomized trial.

Young adults (YAs) are underrepresented in behavioral health and weight loss interventions and express interest in flexible, highly tailored programs. Mobile interventions are a lower-burden, scalable approach to providing behavioral support. Just-in-time-adaptive interventions (JITAI) promise to deliver the "right" support at the "right" time using real-time data from smartphones and sensors. JITAIs hold promise for promoting behavior changes needed for weight loss (dietary intake, activity, and self-weighing); however, there is limited evidence for selecting treatment components and levels of adaptation that are needed for success. The AGILE (Adaptive Goals and Interventions for Lifestyle Enhancement) trial utilizes the Multiphase Optimization Strategy (MOST) framework and a 25 full factorial experimental trial to test the efficacy of 5 intervention components, each with two levels, on weight loss among 608 YAs recruited from around the United States. All participants will receive a core 6-month weight loss intervention that includes evidence-based lessons, behavioral skills training, and daily weighing. With the goal of determining if greater adaptation leads to greater weight loss, we will test standard versus adaptive options of 5 additional intervention components: 1) diet monitoring approach (standard vs. simplified), 2) adaptive physical activity goals (weekly vs. daily), 3) decision points for message timing (fixed vs. adaptive), 4) decision rules for message content (standard vs. adaptive), and 5) message choice (no vs. yes). Assessments will occur at baseline, 3 months, and 6 months. Results of this trial will be used to create an optimized JITAI for weight loss in young adults.

Leader’s management decision-making style and emotional intelligence of higher education students studying in the speciality “Law Enforcement”

Leadership qualities are a complex set of cognitive properties, personal qualities and behavioural skills. It is relevant to study how the leader's style of decision-making and emotional intelligence abilities are related to future law enforcement officers. The empirical study involved 40 higher education students studying in the senior years of the Military Law Institute of the Yaroslav Mudryi National Law University, specialising in law enforcement. The following psychodiagnostic techniques were used: the questionnaire “Assessment of Management Decision-Making Styles” and the test “Emotional Intelligence”. Statistical processing of the data was carried out using Spearman’s rank correlation and Mann-Whitney U test. Three styles of managerial decision-making were identified in the surveyed cadets: 35 % had a conniving style, 25 % had a marginal style, and 20 % had a situational style. The other participants of the study did not have a leading style of managerial decision-making. It has been found that the highest level of emotional intelligence is in the group of respondents with the style of managerial decision-making “indulgence”, and the lowest level of emotional intelligence is in the group of cadets with the situational style of managerial decision-making. It has also been revealed that a leader with developed emotional intelligence is not focused on emphasising his or her status as a leader, but, on the contrary, provides a certain freedom of action to his or her subordinates. It has been noted that the developed components of emotional intelligence are important, but not decisive, for making managerial decisions by future law enforcement officers. The developed emotional intelligence of a leader contributes to his/her choice of such poles of managerial decision-making as “liberal” and “production of a problem situation (decision-making situation)”. A leader’s developed emotional intelligence is to some extent related to self-confidence, high motivation to achieve, and responsibility for the actions of subordinates. It has been suggested that in the process of psychological training future law enforcement officers should develop such a component of emotional intelligence as understanding of emotions, which increases the likelihood of favourable options for making managerial decisions by leaders.

PENINGKATAN EFIKASI DIRI PASIEN HIPERTENSI DENGAN METODE PEER GROUP SUPPORT

Self-efficacy or an individual's belief in their ability to manage their health condition is very important in the management of hypertension. In patients with hypertension, self-efficacy affects how well they can implement the changes needed to control blood pressure. Patients who have high levels of self-efficacy tend to be better able to follow the treatment plan and are more proactive in changing risky lifestyle habits. Psychological factors, such as anxiety and depression, as well as social support from family and friends, can affect the level of self-efficacy. Peer Group Support is one method that can be done in an effort to increase the self-efficacy of hypertensive patients, namely through behavioral modeling, emotional support, shared experiences, constructive feedback, goal setting, skill development, role models and stress reduction. The purpose of the study was to determine the effect of peer group support on the self-efficacy of hypertensive patients. The research design was pre-experimental. The sample in this study was part of the hypertensive patients, namely 42 respondents. Simple random sampling is the sampling technique used. The tool used to measure self-efficacy is a questionnaire. Data were processed using the Paired Samples T Test. The average value of self-efficacy before the intervention (pre) was 66.12 with a standard deviation of 7.006. The average value of self-efficacy after the intervention (post) increased to 75.64 with a standard deviation of 7.870. The results of the pretest-posttest self-efficacy data analysis using the Paired Samples T Test obtained a value of ?Value = 0.000 with ? = 0.05. Because ?Value <?, there is an influence of peer group support on self-efficacy in hypertension patients. It is hoped that health workers will plan routine activities that involve fellow patients. Where hypertension patients can strengthen each other, share information and convince fellow patients to improve their quality of life

LIGHT, CAMERA....MANAGEMENT!

Audiovisual production employs more than 40,000 workers in content development, broadcasting, and programming companies in Brazil. At the same time, digital distribution platforms are causing profound changes in the Brazilian market. When thinking about the scenario of competition with digital media, television companies review their strategies and the management of their resources, including the professionals who compose them. This article has two objectives: to study the audiovisual production industry through the analysis of a television network, while identifying recent changes; and to identify the skills needed by professionals who manage creative processes. The authors adopted a qualitative approach with data collection through in-depth interviews with five managers in the areas of journalism and entertainment from a television network. The results show that, with the democratization of content production, relationship skills become more relevant in the professional’s success than artistic and technical skills, evidencing the importance of behavioral skills. Furthermore, the authors also identified the importance of a professional trajectory with practical experience in the technical and artistic functions of executives who manage creative teams, allowing them to move between content production and marketing activities.